TD
2003
no.
TD
2009
no.
TD 2009 paragraph
wording
Domain 2 - Quality assurance, review and
evaluation
Not
43b
Quality data will include
explicit
feedback from patients
Self
Details of changes planned or areas under review
assessment
statement
on
compliance
Indicative
Challenges to Evidence used by School to verify extent of compliance (name specific
timeline for
implementatio documents)
implementati n
on of planned
changes or
review
Standard 38: The quality of medical education programmes will be monitored, reviewed and evaluated in a systematic way.
Some work is Patient feedback on the student experience of being involved in
Summer 2011
needed to
undergraduate education is generally gathered informally in clinical settings.
fully comply However in 2010-11 we have introduced multisource feedback to students
from patients for the first time. Patients who have participated in a studentled consultations in final year GP placements are asked to complete a brief
satisfaction questionnaire. We will be auditing the outcome of this innovation
at the end of the academic year.
We have also secured a Beacon Grant for Public Engagement from UCL to
map and develop a strategy for engagement of patient/public in the MBBS at
UCL . This involves the participation of our students, junior doctors, our QA
Unit, patient representative groups in our partner NHS trusts, GP practices
and voluntary organisations, and the Patients Association. In the new year
we will be discussing possible collaboration with the GMC with Alison
Lightbourne. We will be making a recommendation to the MBBS curriculum
committee at the end of the project in summer 2011.
Not
explicit
43c
Quality data will include
feedback from employers
about the preparedness of
graduates.
Domain 5 - Design and delivery of the
curriculum,
assessment
2
82 including
A clear
curriculum plan will
Some work is Data about UCL students’ preparedness for practice exists from the
needed to
Goldacre study. Employer perspective is asked about on SIFT visits but we
fully comply aim is to update our preparedness research in 2011 with a further graduate
and employer survey.
2011-12
Standard 81: The curriculum must be designed, delivered and assessed to ensure that graduates demonstrate all the ‘outcomes for graduates’ specified in Tomorrow’s Doctors .
Some work is
set out how the ‘outcomes needed to
for graduates’ will be met
fully comply
across the programme as a
whole. The curriculum will
include opportunities for
students to exercise choice
in areas of interest.
We are compliant regarding student choice in Years one, two, three and the
final year through the provison of a comprehensive student selected
component (SSCs) programme. In addition, there is student choice through
the intercalated BSc and developments in this domain are being planned via
the "New Curriculum Patient Pathways". We are not yet fully compliant
regarding meeting "outcomes for graduates". The "Curriculum Integration
and Mapping Group" is developing a database which will map all key
contents and outcomes across the programme to assist students, staff, and
regulators (including: core conditions and presentations, procedures and
situations; TDs outcomes; UCL key skills etc.).
48
83
The curriculum will be
structured to provide a
balance of learning
opportunities and to
integrate the learning of
basic and clinical sciences,
enabling students to link
theory and practice.
Some work is "Patient Pathways" and "Extended Patient Projects" will be introduced in the
needed to
new curriculum to years one, two and three.
fully comply Considerable recent work has been undertaken through a new "Curriculum
Integration and Mapping Group". In addition, there are plans to introduce
more vertical elements running through all years and the iBSc will be
integrated into the programme as a whole - making direct links between the
science studied and clinical practice. A revised "Foundation Module" will be
introduced in 2011-12, this will focus on making the link between theory and
practice more explicit from the first week of year 1. We are now on target to
be fully compliant by 2012-13
Starting 2011, Resource, both http://www.ucl.ac.uk/medicalschool/staffstudents/mbbs-review/
with full
human and
implementatio financial
n 2013
Domain 6 - Support and development of
students, teachers and the local faculty
45
128
Standard 122: Students must receive both academic and general guidance and support, including when they are not progressing well or otherwise causing concern. Everyone teaching or supporting students must
themselves be supported, trained and appraised.
Everyone involved in
Some work is
educating medical students needed to
will be appropriately
fully comply
selected, trained, supported
and appraised.
Domain 8 - Educational resources and
capacity
Not
162
There will be enough staff
explicit
from appropriate disciplines,
and with the necessary skills
and experience, to deliver
teaching and support
students’ learning.
COMPLIANT FOR:
Professional Development Spine (PDS) tutors, GP tutors, university
appointed staff and some NHS staff. Because of the nature of the NHS as a
learning environment we are not able to fully guarantee that all those
engaged in undergraduate medical education will be fully compliant with all
the criteria listed.
All PDS tutors are recruited via competitive application and interview. They undergo an
induction with other new PDS tutors (2 sessions) where they are oriented to the MBBS
course, the PDS course and the teaching and
learning style. They also have training in being a personal tutor. They attend a further
training session with existing tutors and are given a buddy as a mentor for the first year.
In their first year they also have a peer observation
of teaching and attend 2 further training sessions. Once established they attend 3 training
sessions a year and are peer observed every two years. GP tutors are selected, trained
for their educational role and ongoing
support is offered at regular meetings and educational events.
University appointed staff are appraised ideally annually, but no less frequently than
every two years. At appraisal training requirements are reviewed and training courses
may be organised if and when required.
Probationary Lecturers who have little or no experience of teaching in higher education
prior to joining UCL are expected to register for the Postgraduate Certificate in Learning
and Teaching in Higher
Education (PGCLTHE) which is taught by the UCL Centre for the Advancement of
Learning and Teaching (CALT).
This PG Certificate course consists of two 30-credit MA Education modules.
One of the probationary requirements at UCL is the completion of the core module (30credits) entitled “Exploring Learning in Higher Education”. All lecturing staff have one of
their teaching session peer reviewed
on an annual basis and receive feedback which they can use to develop their teaching
skills.
Standard 159: The educational facilities and infrastructure must be appropriate to deliver the curriculum.
Some work is Identify, recruit and train appropriate staff
needed to
fully comply Local service reconfigurations may alter the landscape of educational
providers but there are a sufficient range of disciplines in the Medical School.
The new curriculum is taking this into account. There needs to be some
further work on engagement of teachers, developing them as educators and
maintaining high standards.
The new
curriculum for
Years 4 and 5
will be piloted
over 2011-12
and launched
in 2012-13.
Reviewing this
aspect will
form part of
the appraisal
of the new
curriculum.
Resource, both http://www.ucl.ac.uk/medicalschool/staffstudents/mbbs-review/
human and
financial
Coincidental
DH proposals
on Developing
the Healthcare
Workforce just
launched for
consultation.
Domain 9 - Outcomes
Not
explicit
172
Quality management will
involve the collection and
use of information about the
progression of students. It
will also involve the
collection and use of
information about the
subsequent progression of
graduates in relation to the
Foundation Programme and
postgraduate training, and in
respect of any
determinations by the GMC.
Standard 168: The outcomes for graduates of undergraduate medical education in the UK are set out in this document. All medical students will demonstrate these outcomes before graduating from medical school.
Standard 169: The medical schools must track the impact of the outcomes for graduates and the standards for delivery as set out in Tomorrow’s Doctors against the knowledge, skills and behaviour of students
and
graduates.
Some
work is There is a plan to review the types of assessments carried out during student Oct-11
Choice of
Comparison of data collected from assessment with outcome of FY1
needed to
fully comply
assistantships. The aim of this will be to identify whether or not there are
particular areas of medical practice, essential for the Foundation
Programme, that could be developed in the MBBS.
We have increased contact between the final year team and our local
Foundation School with regular discussion regarding priorities. Ann Griffin,
Sub Dean for QA is discussing a systematic "exit" survey with the FS
adminstrator for all our graduates at the end of their foundation year. One of
our partner Trusts (Basildon) recruits over 80% of it foundation doctors from
UCL, is undertaking a two year comparison survey focusing on any changes
in "perceived preparedness" resulting from the introduction of the new final
year curriculum in 2010-11. The dispersal of our graduates remains a major
challenge to the systematic gathering of data.
assessment